寄生性微生物，是人類、動植物甚或其他微生物的病原，造成疾病瘟疫、農糧減產；微生物應用在食品、醫療、生質能源、環境工程、工業生產等產業，是重要與珍貴的生物資源，與我們生活關係密切。事實上，微生物無所不在，是生物圈中重要的生產者與主要分解者，也與人類福禍相倚。本課程深入簡出地介紹微生物的奧秘，透過與生活結合的實例，期使學生在生命科學知識、觀念、技術與應用有正確的基礎認識，讓學生探索生命世界的微妙，對生活中的微生物有更多的了解與認識，由自然科學的方法或哲學角度，審視相關熱門公共議題。將生命科學知識融入生活當中，使學生面臨急速社會的變遷過程中，能充份掌握對生命本質、健康、科技生活及生態保育等正確的概念、思辨能力與處理態度，得以利益或啟用於未來生活。Parasitic microorganisms are pathogens to humans, animals, plants, and even other microorganisms, causing disease plagues and reduced agricultural and food production. Microorganisms are used in industries such as food, medical care, biomass energy, environmental engineering, and industrial production. They are important and precious biological resources, and are related to We live closely together. In fact, microorganisms are ubiquitous and are important producers and major decomposers in the biosphere. They are also closely related to the blessings and misfortunes of mankind. This course introduces the mysteries of microorganisms in an in-depth and simple way. Through real-life examples, it aims to enable students to have a correct basic understanding of life science knowledge, concepts, technologies and applications, allowing students to explore the subtleties of the living world and understand the microorganisms in life. Have more understanding and understanding, and examine relevant hot public issues from the perspective of natural science or philosophy. Integrate life science knowledge into life, so that students can fully grasp the correct concepts, critical thinking skills and attitude towards the nature of life, health, technological life and ecological conservation in the face of rapid social changes, so that they can benefit or be used in the future Life.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. . Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop self-discipline, 3. Be able to use reason for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.
瘟疫與人 (天下文化)
下一場人類大瘟疫 (漫遊者)
演化之舞 (天下文化)
死亡晚餐派對 (生命潛能)
口紅、鑽石、威而鋼 (商周)
我們為何成為貓奴 (紅樹林)
細菌的世界 (二魚文化)
1493 (衛城出版)
Plague and Man (Tianxia Culture)
The Next Great Human Plague (The Wanderer)
The Dance of Evolution (Tianxia Culture)
Death Dinner Party (Life Potential)
Lipstick, diamonds, Viagra (Shang and Zhou Dynasties)
Why We Become Cat Slaves (Mangrove)
The World of Bacteria (Erfish Culture)
1493 (Acropolis Publishing)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 midterm exam |
35 | 是非、選擇、簡答題。如因疫情未能會考，期中考配分歸入上半學期的上課筆記與作業項。 |
| 期末考期末考 final exam |
35 | 是非、選擇、簡答、申論題。如因疫情未能會考，期末考配分歸入下半學期的上課筆記與作業項 |
| 作業、報告、筆記等作業、報告、筆記等 Assignments, reports, notes, etc. |
30 | 逾時繳交不予計分 |
